Student Oriented Approaches in the Teaching of Thermodynamics at Universities--Developing an Effective Course Structure

Autor/in	Partanen, Lauri
Titel	Student Oriented Approaches in the Teaching of Thermodynamics at Universities--Developing an Effective Course Structure
Quelle	In: Chemistry Education Research and Practice, 17 (2016) 4, S.766-787 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c6rp00049e
Schlagwörter	Teaching Methods; Thermodynamics; Science Instruction; Chemistry; Undergraduate Students; Lecture Method; Cooperative Learning; Problem Solving; Student Motivation; Student Attitudes; Ethics; Pretests Posttests; Student Centered Learning; Statistical Analysis; Outcomes of Education; Foreign Countries; Mixed Methods Research; Interviews; Universities; Majors (Students); Finland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Thermodynamik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Kooperatives Lernen; Problemlösen; Schulische Motivation; Schülerverhalten; Ethik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Statistische Analyse; Lernleistung; Schulerfolg; Ausland; Interviewing; Interviewtechnik; University; Universität; Finnland
Abstract	The aim of this study was to apply current pedagogical research in order to develop an effective course and exercise structure for a physical chemistry thermodynamics course intended for second or third year university students of chemistry. A mixed-method approach was used to measure the impact the changes had on student learning. In its final form in 2014, the course consisted of lectures following a broken lecture structure that incorporated different kinds of activating learning tasks, and a three-tiered exercise structure including qualitative and quantitative tasks with a large emphasis on collaborative problem-solving. The new lecture and exercise structures improved student learning as measured by students' exercise points, exam results, and, between 2013 and 2014, the results of a conceptual thermodynamics test the students took at the beginning and end of the course. Even though the new exercise structure increased students' motivation, positive affect and satisfaction with the course, in both 2013 and 2014, it was the interactive lecture structure that students reported to be the most beneficial part of the course. In light of these results, this study demonstrates the advantages on student learning of adopting a multifaceted approach to both lectures and exercises. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01